<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wonbin Jang</style></author><author><style face="normal" font="default" size="100%">Minchul Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING AND APPLYING FRAMEWORK OF MATHEMATIZATION IN PHYSICS EDUCATION IN DIGITALIZATION ERA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digitalization in science education</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematization in science education</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765173</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mathematics, as the language of science, enables the quantitative and structural description of physical phenomena. In physics education, mathematical representation underpins theoretical modeling and strengthens explanatory and predictive reasoning. As digital technology becomes integral to science learning, practices such as simulation, data visualization, and AI-based analysis increasingly depend on mathematical expression to construct scientific meaning. This Study analyzes how mathematical elements are differentially emphasized in Korean, U.S., and England’s physics curricula and demonstrates that these differences systematically shape the forms of inquiry-based learning supported in digitally enriched educational contexts. The analysis focuses on three national curricula that explicitly connect physics and mathematics: Korea’s 2022 Revised Curriculum, the United States’ Next Generation Science Standards, and England’s National Curriculum. A framework of mathematization elements was developed from prior literature and applied to achievement standards through frequency and qualitative analyses. A total of 134 mathematization elements were identified, revealing statistically significant cross-national differences. Korea places strong emphasis on mathematics as a means of perception through experimentation and data analysis, England highlights the expression of quantitative relationships, and the United States foregrounds modeling via approximation and visualization. These findings indicate that effective physics education in the digital era requires integrating established mathematization practices with data analysis, simulation, and coding-based approaches.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">88-101</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ni Wayan Rai Utari Dewi</style></author><author><style face="normal" font="default" size="100%">Wonbin Jang</style></author><author><style face="normal" font="default" size="100%">Minchul Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RISK PERCEPTION AND RESPONSE TO NATURAL HAZARDS WITHIN SCIENCE CURRICULUM</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">natural hazards</style></keyword><keyword><style  face="normal" font="default" size="100%">risk perception</style></keyword><keyword><style  face="normal" font="default" size="100%">risk response</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746292867.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Natural hazards pose global risks making it essential to incorporate risk perception and response strategies into science curricula. This study analyzed the distribution of risk perception and response indicators for natural hazards—including earthquakes, tsunamis, typhoons, landslides, floods, droughts, volcanoes, wildfires, storms, and extreme temperatures (heat waves, cold waves)—in lower secondary science curricula: the Cambridge Lower Secondary Curriculum 2020 (UK), Indonesia Merdeka Curriculum 2022, South Korea Curriculum 2022, and Singapore Lower Secondary Express and Normal (Academic) Curriculum 2021. A descriptive qualitative content analysis was conducted by analyzing curriculum documents to evaluate risk perception and response indicators distribution. The findings show that the distribution of risk perception and response to natural hazards in specific science curricula does not align with the geographic characteristics of the respective regions. Furthermore, risk perception is given greater emphasis than response strategies, creating an imbalance in the lower secondary science curriculum. This study suggests the need to modify the explanation of risk perception and response to natural hazards in the science curriculum, which emphasizes a global approach that broadens understanding beyond local hazards to prepare individuals for risks they may encounter while moving, traveling, or living in other countries.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">239-254</style></section></record></records></xml>